The Lottery
by Shirley Jackson
by Shirley Jackson
The resource is designed for teachers to choose the appropriate activity based on the needs of their class. It has a strong focus on using authentic sentence models for explicit instruction to improve student writing. Navigate the site using the page banners at the top. It provides a model for explicitly and regularly focusing on core English Textual concepts.
A brief outline of the content of the resource is as follows:
Pre-reading
An activity called 'Story impressions' where students write a paragraph or more using a word list drawn from the stimulus.
Post reading
Post reading activities include:
3 level reading guide
Comprehension questions
The 3 level reading guide is included to aid the development of inferential thinking. Comprehension questions are provided as an alternative.
Language activities
A range of language activities are provided for you to choose from, based on the needs of your class. These activities include explicit, modeled, guided and independent writing activities, as well other activities to support embedding the language structures into daily lesson. The sentence structures relevant to this story are: Participles build description; Dialogue tagging; and verbs.
Writing activities
A writing task based on the stimulus, includes a modifiable success criteria linked to the language activities
Sentence models
A library of sentences used in the stimulus for quick reference
Resource
Download document of this teaching resource
EN4 – 3B uses and describes language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts
EN4 – 5C thinks imaginatively, creatively, interpretively and critically about information, ideas and arguments to respond to and compose texts.
EN5 – 3B selects and uses language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts, describing and explaining their effects on meaning
Literacy Progression links:
GrA6
Sentence level
selects simple, compound and complex sentences to express and connect ideas, occasionally manipulating the structure for emphasis, clarity or effect
uses at least one subordinate clause in a complex sentence
Uses subordinating conjunctions ('even though' in 'Even though a storm was predicted, the search and rescue mission still went ahead.)
GrA7
Sentence level
crafts both compact and lengthy sentences with challenging structures, such as embedded/relative clauses, non-finite clauses, interrupting clauses, nominalisations, passive voice • makes more sophisticated connections between ideas by creating complex sentence
Creating Texts 8-10 Generic Indicators
CrT8
tense mostly correct throughout text (see Grammar)
consistently writes compound sentences correctly and uses a greater range of complex sentences (see Grammar)
uses a variety of sentence structures and sentence beginnings
CrT9
maintains appropriate tense throughout the text (see Grammar)
uses a range of sentences including correctly structured complex sentences (see Grammar)
• uses complex punctuation correctly (apostrophes of possession) (see Punctuation)
CrT10
uses a range of complex punctuation flexibly and correctly (see Punctuation)
uses a range of sentence types for effect